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21-03-2022 | Original Article

Peer-Based Intervention for Socioemotional Concerns Among Children with ADHD

Auteurs: Thu Nguyen, Sara R. Elkins, David F. Curtis

Gepubliceerd in: Child Psychiatry & Human Development

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Abstract

This study examined the potential benefits of peer-based dyadic interventions for improving the socioemotional functioning of children with ADHD. Participants included children ages 8–12 diagnosed with ADHD-combined type (n = 34) pooled from a larger randomized study comparing peer-based dyadic interventions. Self-concept and depressive symptoms were evaluated at pre- and post-treatment using single group design. Results showed significantly positive child responses to intervention for self-concept. Further, improvements in self-concept were not moderated by the type of dyadic intervention received or by treatment related changes in externalizing behaviors. The severity of reported depressive symptoms, however, did not significantly change. This suggests therapeutic interaction with peers, as demonstrated in peer-based dyadic intervention models, can improve self-concept in children with ADHD even when socioemotional concerns are not a primary target of treatment and independent of behavioral outcomes achieved. These preliminary findings support promoting prosocial peer behavior as a critical domain for ADHD intervention for children.
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Metagegevens
Titel
Peer-Based Intervention for Socioemotional Concerns Among Children with ADHD
Auteurs
Thu Nguyen
Sara R. Elkins
David F. Curtis
Publicatiedatum
21-03-2022
Uitgeverij
Springer US
Gepubliceerd in
Child Psychiatry & Human Development
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI
https://doi.org/10.1007/s10578-022-01345-4